A Case study of students' first additional language reading and response in the faculty of education at the University of Fort Hare: Eastern Cape
- Authors: Linake, Manthekeleng A
- Date: 2015
- Subjects: Language and education Language and languages -- Study and teaching -- South Africa --Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5851 , vital:29402
- Description: Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.
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- Date Issued: 2015
A case study: the role of a positive school climate in the enhancement of parental and community involvement at a primary school in Port Elizabeth
- Authors: Cloete, Jacqueline
- Date: 2015
- Subjects: Education -- Parent participation , Community and school , Home and school
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/8735 , vital:26425
- Description: This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.
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- Date Issued: 2015
An external evaluation of the effectiveness of the Souns-for-literarcy program in the Knysna and Plettenberg Bay areas
- Authors: Smith, Angelina
- Date: 2015
- Subjects: Educational evaluation -- South Africa -- Western Cape Literacy programs -- South Africa -- Western Cape Early childhood education -- South Africa -- Western Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/11157 , vital:26891
- Description: The primary objective of this study was to evaluate the effectiveness of the Souns-for-Literacy program in selected Knysna and Plettenberg Bay pre-schools. This included investigating if there were significant benefits for its recipients and recommending improvements that could be made to the program, particularly in adapting it to fit the South African context. The program claims to build letter-sound associations. In response to evidence gained in the biannual surveys done by KET, it was decided that the program warranted a more formal evaluation. It was later agreed that the evaluation should i) critically examine claims about the effectiveness of the program; ii) analyse the relative value of factors contributing to its effectiveness, such as teachers, implementation practices and the program’s material and methodology, then iii) recommend improvements that cauld be made to the program. The evaluation should also identify insights gained in developing reading skills in pre-school children, specifically in South Africa’s multicultural and multilingual contexts. The total number of schools investigated was 25 (21 pre-schools and 4 primary schools for follow-up purposes). The data collection was primarily through i) interviews with program personnel (mentors, facilitators, teachers and volunteers), ii) observations of the children interacting with the equipment of the program as well as iii) individual, informal and age-appropriate testing of letter-sound association knowledge at the end of the academic year. The findings revealed that: i) the program’s materials and methodology showed ‘highly significant’ benefits to most of its beneficiaries; ii) KET’s support system (including mentors, facilitators and volunteers) was particularly valuable in contributing to the program’s effectiveness; iii) certain adaptations to the sequence of symbol presentation for each language would benefit the children’s word-building capacity; iv)the emergent literacy skill of learning letter-sound knowledge should gain more focus during this pre-school stage.
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- Date Issued: 2015
An interevention strategy for improving reading comprehension in grade 9: a case study in one secondary school in East london education district
- Authors: Fesi, Liziwe
- Date: 2015
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5905 , vital:29417
- Description: The study focused on strategies for improving reading comprehension skills at Grade 9 level through story writing in one secondary school in the East London Education District. Vygotskian theory formed the theoretical framework for this study, aligned with language theories as relevant literature for this particular research study. Data was generated from 15 Grade 9 learners who were selected from 3 Grade 9 classes using convenience sampling, comprising of five learners from Grade 9(a) intervention group, five learners from Grade 9(b) and five learners from Grade 9(c) non-intervention group who were selected for this study with the inclusion of two Grade 9 teachers and one Grade 8 teacher. Involvement of the grade 8 teacher is relevant to determine the voice from a Grade 8 teacher as an informed voice, which filtered into understanding how and why Grade 9 learners are unable to read and write with understanding in their present grade. The teachers were given three questions for semi-structured interviews. All the learners were given a specific activity as a pre-assessment without intervention strategy. The Grade 9(a), which is the intervention class, used story writing as an intervention strategy where they began a two week study using intensive intervention strategies, amounting to a total of 18 weeks study from pre-assessment to post-assessment. At the conclusion of the study the selected learners undertook a post-assessment using the same specific activity as in the pre-assessment. Subsequently, these selected Grade 9 learners’ reading comprehension pre-assessment and post-assessment was analysed. Five of the grade 9(a) learners demonstrated significant improvement in the intervention activities they were given. Grade 9(b) and Grade 9(c) showed difficulty in the post-assessment as they were the non-intervention group. It was concluded that Grade 9(a) learners performed better in the post-assessment. This could be attributed to the use of story writing as an intervention strategy to improve their English reading and reading comprehension skills. Keywords: intervention, reading, comprehension.
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- Date Issued: 2015
An investigation into the perceptions of female academics on their career development: a comparative study of South African and Zimbabwean universities
- Authors: Chitsamatanga, Bellita Banda
- Date: 2015
- Subjects: Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16223 , http://hdl.handle.net/10353/d1019735 , Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Description: This study investigated the perceptions of female academics on their career development in South African and Zimbabwean universities. The study attempted to unravel the story of the female academics which must be heard but is seldom accorded the space within the academia. The interpretive paradigm was utilised in this study because it focuses on individual perceptions and experiences. In addition a qualititative approach was employed for the collection of data since it allowed for triangulation of data collection techniques so as to gain in-depth and rich information on the career trajectory of female academics in South African and Zimbabwean universities. Therefore, semi-structured interviews, focus group interviews and document analysis were employed. The participants were purposively selected for the sample of this study and comprised of 5 senior female academics from each university and 5 junior female academics also representing each university respectively. Thematic content analysis was used to analyse data and this was carried out in line with the research questions, aims and objectives of the study. Through the participants' answers from both universities under study, a transcript was formulated, coded and categorised in view of the career development of female academics in South African and Zimbabwean universities. It was discovered from the data that the female academics still encounter a number of challenges with regard to their career mobility both in and out of academia inter alia, (1) gender stereotyping and male domination (2) knowledge retention (3) lack of mentorship and organisational support especially through funding and professional staff development programmes (4) lack of female solidarity (5) under-representation of female academics (6) teaching workloads and research publications and (7) lack of family support, were illuminated by the participants as common fixtures that hinder their career development in academia. Moreover, there were variances in both universities under study especially with relations to funding, gender policies in place and male domination. Consequently, the above mentioned factors were more pronounced in Zimbabwean universities than in South African universities. As a result, emphasis was that both South African and Zimbabwean universities have to draw a line between theory and practice especially on the professional staff development programmes that are offered to the academics. A crucial observation was made by the researcher on how most of the participants from both universities under study had negotiated their roles as mothers, wifes, academic and sisters in a bid to realise career growth, such that striking a balance between work and family posed a continuous hindrance their career development. As a result, hard work, commitment, confidence, self-assertiveness and sacrifice cut across both universities as strategies used if the battle of career development of female academics had to be won. In sum, this study attempted to illuminate the perceptions and experiences of female academics and what it means to be a female academicin the 21st century universityn and why there is a need to create, cultivate and have a conducive and supportive working environment. Moreover, promotion of knowledge expansion and sharing, gender equity and equality needs to be employed by both universities under research. Additionally, the professtional staff development programmes offered need to be conducted by qualified and experienced personnel in a bid to avoid repetition of workshops and training programs. Furthermore, formalisation of mentoring and role modelling should also be employed by South African and Zimbabwean universities. Lastly, the study recommended that there is a need for universities source out resources for its academics if there are to produce well rounded scholars who will be able to experience career development.
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- Date Issued: 2015
Challenges faced by Teachers in applying reading strategies when teaching English reading in the foundation phase in the Mthatha District
- Authors: Cweba, Vuyokazi
- Date: 2015
- Subjects: Reading(Foundation phase) English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/856 , vital:29938
- Description: This study sought to investigate challenges faced by teachers in applying reading strategies when teaching reading in the Foundation Phase in the Mthatha District in South Africa. The study was conducted at Four Junior Secondary Schools. It was prompted by a deep concern about challenges faced by teachers in applying reading strategies required in the Foundation Phase. While studies have been carried out on applying reading strategies in the Foundation Phase, few studies have looked at the factors impacting on reading in South African schools, especially in the Mthatha District where isiXhosa is the mother tongue. The method used in this study involved a qualitative approach. The study addressed the following research questions: What strategies are used in the Foundation Phase? What type of challenges are faced by teachers? To what extent are educators trained to teach reading in the Foundation Phase? Does the lack of resources affect the performance of learners? To what extent does the use of a second language affect the performance of Foundation Phase learners? Do teachers receive enough support from the Department of Education to teach reading? The study is a multiple-case study and data were collected through individual interviews and focus group interviews (sixteen teachers were interviewed). Content analysis guided the data analysis through themes derived from the subsidiary questions. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. A pilot study was conducted in two Junior Secondary Schools for the purpose of validity and reliability. ii The study`s findings revealed that: Different reading strategies were used by teachers in the Foundation Phase, teachers faced many challenges in applying reading strategies such as teacher training in the teaching of reading. This suggests that intervention is needed by the Department of Education such as providing relevant resources which are essential in order to address the problem of reading. Improvisation by teachers to improve reading material, insufficient allocation of time, multilingualism, teacher competence, lack of motivation and parental involvement in relation to learner performance in reading all need attention in order to solve problems. Furthermore, lack of resources hinders the reading ability of learners. The use of home language as a medium of instruction in teaching reading is highlighted. There is insufficient support by the Department of Education for Foundation Phase teachers to teach reading. Based on the study findings, the researcher has recommended that teachers should be urged to use reading strategies in a way that benefits learners. The use of reading strategies, therefore, needs more attention. Libraries should be built in these schools to enable learners to develop a culture of reading. Education development officers, subject advisors, lead teachers and parents should work together to improve the reading ability of Foundation Phase learners.
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- Date Issued: 2015
Conceptions of academics concerning the nature and purpose of teaching portfolios in higher education
- Authors: Champion, Eunice Nomava
- Date: 2015
- Subjects: Portfolios in education , Lecture method in teaching , College teaching , College teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9591 , http://hdl.handle.net/10948/d1021175
- Description: The purpose of this study was to explore the conceptions of academics at the NMMU concerning the nature and purpose of teaching portfolios in higher education. The study was guided by the following research question: What are the conceptions of academics concerning the nature and purpose of teaching portfolios in higher education? A case study, involving academics at the Nelson Mandela Metropolitan University (NMMU), was used to answer the research question. A sequential explanatory mixed-methods research design was employed to collect data from an electronic questionnaire consisting of Likert-scale type of responses and open-ended questions, followed by two focus group interviews with academics that had prior experience in the development of a teaching portfolio. Forty-five academics responded to the questionnaire sent to all the academics at the NMMU, providing a broad perspective on the conceptions of NMMU academics regarding the nature and purpose of teaching portfolios. The two focus group interviews were conducted with six and eight academics respectively who was purposively chosen for their prior experience with the development of teaching portfolios. The aim of the focus group interviews were to elaborate on the data generated by the questionnaire. The quantitative data gathered by the questionnaire was statistically analysed, generating descriptive statistics of the Likert type response statements. The transcripts of the focus group interviews were thematically analysed. The conceptual framework that initially guided the formulation of the sub-research questions was amended to include the themes that emerged from the thematic analysis of the data, namely: the portfolio development process, the uses of and purposes for developing teaching portfolios, the attitudes of academics towards teaching portfolios, and the benefits gained from the development of teaching portfolios. The findings of the study revealed that of the participants find work overload and additional responsibilities as major constraints and collaboration among peers as the most helpful factor in the development of a teaching portfolio. The findings further revealed that the majority of the participants identified items to be included in a teaching portfolio that would enable them to use the portfolio in the development of their teaching. A mixture of attitudes towards teaching portfolios was identified. Some academics (in particular those who have prior experience in the development of portfolios) displayed a positive attitude towards teaching portfolios, while participants reported a negative attitude towards teaching portfolios by most of their colleagues (mostly those who have not developed a portfolio yet). The negative attitudes do seem to overpower the positive attitudes towards teaching portfolios. The challenge to the NMMU would therefore be to get academics to make use of the initiatives provided by the NMMU to assist them with the teaching portfolio development process. Four recommendations that may serve as guidelines to assist in the successful implementation of teaching portfolios at the NMMU were made, based on the findings of the study. Although the results of this study cannot be generalized to other higher education institutions, they do provide insights in the conception of the academics regarding the nature and purpose of teaching portfolios at the NMMU that can be of benefit to other higher education institutions.
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- Date Issued: 2015
Educating children presenting with autistic spectrum disorders: exploring parents' experiences
- Authors: McGrath, Wanita
- Date: 2015
- Subjects: Autistic children -- Education , Autistic children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/10265 , vital:26647
- Description: According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.
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- Date Issued: 2015
Educators and learners perceptions on english first additional language speakers use of english as medium of instruction
- Authors: Nqoma, Lungiswa
- Date: 2015
- Subjects: English language -- Study and teaching , English language
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24934 , vital:63678
- Description: This study investigates Educators‟ and learners‟ perceptions on English first additional language speakers‟ use of English as medium of instruction in two primary schools in the East London District. The study made use of a qualitative research method which includes interviews, observation and document analysis (learners‟ books). The uncovered data is analyzed against the background of the socio-economic and historical factors that led to this medium of instruction using content analysis (CA). After the apartheid regime in 1994 and the formation of a new government in 1996, the South African Constitution declared 11 languages in an attempt to encourage multilingualism in the country with each province having its provincial language policy. In the Eastern Cape where the study is conducted the language policy recognizes Xhosa, English, and Afrikaans as the official languages with English as the medium of instruction especially at the intermediate phase. The theoretical and conceptual framework for the study is provided by studies on language policy and planning, English as an international language, and Language as a mediating tool. The findings of the study indicate the crucial role that language of instruction plays in teaching and learning. However, challenges arise when the language of instruction is not the mother tongue. The study indicates dissatisfaction in the use of EMOI as a result of inadequate proficiency in the language of instruction, school environment, lack of resources; and lack of parental support. As a result of the above, some educators resorted to code switching when teaching. Hence, the study sheds light on EFAL learner‟s perspective on both comprehension and the level of educator‟s English skills and whether there is a connection between these two aspects. This resulted to conceivable methods that could be used to improve learner performance, teaching and learning methods and the efficiency of East London District support system. , Thesis (MEd) -- Faculty of Education, 2015
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- Date Issued: 2015
Educators'perceptions on the contribution of South African Democratic Teachers' Union to teacher professional development
- Authors: Kwayiba, Xolile Lawrence
- Date: 2015
- Subjects: Teachers' unions Teachers -- In-service training -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6081 , vital:29489
- Description: The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.
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- Date Issued: 2015
Enabling and constraining factors in Zimbabwe's 3-3-3 teacher education curriculum model : the case of a secondary teacher education college
- Authors: Shava, Nosizo
- Date: 2015
- Subjects: Education -- Curricula -- Zimbabwe Teacher participation in curriculum planning -- Zimbabwe Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5686 , vital:29362
- Description: This study offers an explanation of enabling and / or constraining factors in Zimbabwe‘s 3-3-3 secondary teacher education model for Post ‗O‘ Level Science. It is a theory driven study that derives its theoretical foundation from Roy Bhaskar‘s critical realism and Margaret Archer‘s morphogenetic approach to reality. The study therefore offers explanations about structural, cultural and agential influences that facilitate and / or hinder the 3-year program for Post ‗O‘ Level Science. This was a qualitative case study of one secondary teacher education college in Zimbabwe. Qualitative data were collected through interviews, focus group discussions and document analysis. One official from the Department of Teacher Education(DTE) at the University of Zimbabwe(UZ),the Principal, the Vice Principal and 10 lecturers from the studied college,3 Heads of Science department in secondary schools,3mentors and 5 groups of 10 and 11eleven student teachers participated in the study. The DTE Handbook (2012), vision and mission statements and core values of the Ministry of Higher and Tertiary Education Science and Technology Development (MHTESTD),DTE and the studied college, syllabuses, teaching practice reports, policy documents, external examining reports, College Academic Board (CAB) minutes, admission records, mark profiles and pass lists among other relevant documents complemented interview data. As a theory driven study, structural, cultural and agential influences were found to be enabling and / or constraining the model. The acute shortage of Science teachers in secondary schools and the few Post ‗A‘ Level Science graduates led to the re-introduction of the 3- year Post ‗O‘ Level Science program in secondary teacher education colleges. The bureaucratic structures in educational institutions, the In-Out-In structure, institutional structures such as the family, the University, the studied college, secondary schools, infrastructural facilities, material and financial resources, transport facilities and utilities such as water, electricity and the internet were established as some among other structural factors affecting the 3-3-3 model. Discourses held about the teaching profession, the vision, mission and core values of the MHTESTD,DTE and the studied college, beliefs about what Science teachers should learn, knowledge, skills, attitudes and values they should acquire and how they should be taught were established as cultural factors enabling and / or constraining the 3-3-3 model. Agential influences offering causal explanation for enablers and / or constrainers of the model were established as the decision by the Principal and the CAB to re-introduce the 3- year Post ‗O‘ Level Science program, the decision by the students to enroll for the program, the recruitment of under qualified students, the use of various teaching methods, conducting staff development and mentorship workshops and failure to increase staff establishment. The study has put forth recommendations for the improvement on constraining factors in pre-service teacher education programs. With the understanding that agency has power to reinforce or transform structures and cultures, it should not be seen to be reinforcing disadvantaged structural positions and cultures; instead, after having identified structural and cultural constrainers, it should engage in communicative and meta-reflexivity to come up with the best possible solutions to the hindrances. Courses of action should then be taken accordingly.
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- Date Issued: 2015
Enabling autism educators to identify and address challenges using participatory action research
- Authors: Kok, Mandie
- Date: 2015
- Subjects: Autistic children -- Education -- South Africa , Learning disabled children -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7881 , vital:24318
- Description: Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.
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- Date Issued: 2015
Graduateness and employability: a case of one polytechnic in Zimbabwe
- Authors: Mutirwara, Miriam
- Date: 2015
- Subjects: Occupational training Employees -- Training -- Zimbabwe College graduates -- Employment -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/6125 , vital:29493
- Description: The study explored the domains of graduateness and employability at one polytechnic in Zimbabwe. The focus was on how instructional delivery strategies and assessment tools could embed domains of graduateness and employer expectations. A phenomenological research approach was used in conducting the study. This qualitative research paradigm allowed the research to take place in a natural setting which enabled a holistic picture and use of an inductive mode of inquiry through the researcher’s immersion in the research setting. Human capital, teaching methods and flexible training models, among others, emerged as major strengths in training. However, these key strengths were marred by unprofessional practices and limited resources. In assessment, proficiency schedules, trade testing and use of external assessors emerged as key strengths. Pertaining to the curriculum, it emerged that on paper, curriculum specifications and design for implementation appeared relevant to the production of a graduate exhibiting attributes of graduateness. It however emerged that there was need to revisit the hidden curriculum, as training was dependent on the availability of resources. The study proposes a framework for promoting graduateness and enhancing employability through creation of mutual partnerships to collectively develop a curriculum that is acceptable to institutions and industry. Moreover, graduateness domains should be enshrined in the curriculum. A need for strategic selection of teaching and assessment methods which promote critical thinking, interaction, decision making and retention of information was identified. Major recommendations are that institutions should align themselves with market demands and technological changes to ensure employability. Institutions should also prepare graduates for transition to the world of work, by rendering adequate preparation through teaming up with industry and the use of appropriate teaching methodology.
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- Date Issued: 2015
Improving reading ability and academic performance through working memory training
- Authors: Mukheibir, Adrienne Jayne
- Date: 2015
- Subjects: Reading -- Ability testing , Short-term memory , Attention-deficit hyperactivity disorder
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/4840 , vital:20716
- Description: This dissertation is based on the results of a study that used a working memory (WM) adaptive computer programme known as Jungle Memory to determine whether training WM would have a positive impact on learners with reading difficulties, which would ultimately lead to an improvement in their overall academic performance. A pragmatic paradigm has been used, involving a mixed methodology that allowed for a postpositivistic as well as a constructive approach. The first section of the investigation involved the quantitative component, where specific variables (performance levels of the sample of learners) were determined. Thereafter, empirical measures were used to determine if these specific variables increased once the WM intervention programme had been completed. Concurrently, in the qualitative component, the sample group (namely the teachers working with these learners) provided qualitative information to verify if any changes in the participants were observed after the intervention. The participants included 30 boys who attend an ex Model C School in the Eastern Cape where I teach, all of whom had been identified as experiencing various reading difficulties and were receiving remedial assistance. The boys were placed into three groups according to specific criteria: Group A had all been diagnosed as having ADHD and were being treated pharmaceutically for the disorder; Group B all had significant ADHD symptoms but were not receiving any pharmaceutical assistance to alleviate these symptoms; and Group C displayed no significant ADHD symptoms. Five boys from each subgroup formed the Experimental group and the other five formed the Control group in each stratum. The participants' class-based teachers involved in the qualitative component of the study provided information-rich data regarding any notable progress made by each participant. Each participant took part in a battery of pre-assessment tests to determine their general level of academic performance. These assessments included the following well-known standardised tests in South Africa: the Young Group Reading Test, the Essi Reading Test, the Essi Spelling Test and the Vassi Mathematics Proficiency Test. The participants from all three Experimental Groups then took part in the eight week intervention programme, Jungle Memory, while the Control groups continued with their regular remedial programme. At the end of the eight weeks, all the participants were re-assessed using the same standardised tests.The findings from this study revealed that the participants from all three strata of the Experimental group showed significant improvements in the quantitative postassessment results and twelve of the fifteen also showed significant improvements in the comments made by the teachers in the qualitative component. The majority of the participants from the Control groups however, made very little progress in both components, and these small improvements were probably due to other variables such as maturity, incidental WM improvements through observing their peers, or familiarity with the tests.
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- Date Issued: 2015
Investigating the effects of using a science writing heuristic approach in first year mechanical engineering laboratory report writing at the Nelson Mandela Metropolitan University
- Authors: Papu, Kholisa Zizipho
- Date: 2015
- Subjects: Technical writing -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/3011 , vital:20386
- Description: The extent to which writing can be used to promote learning from laboratory activities has received limited attention in engineering contexts in South Africa. In this study the Science Writing Heuristic (SWH) approach and aspects of academic literacies approach were used to develop laboratory report writing among first year mechanical engineering students. The intervention utilised a modified report writing template for engineering practical sessions which focused on argumentation, conceptual understanding, critical thinking and language literacies. Quantitative and qualitative data were generated via pre-post-analysis of the modified practical report template, Cornell Critical Thinking Test, questionnaires, as well as focus group interviews with students; and individual interviews with staff, on their perceptions of the SWH. The sample (n=56 matched pairs) was divided into three groups through convenience sampling. Group 1 (n=15) utilised an online intervention, Group 2 (n=20) utilised a paper-based intervention and Group 3 (n=21) utilised a standard paper-based laboratory report template. Statistically significant differences with large effect sizes were obtained between group scores from pre- to post-tests in terms of argumentation and language. No differences between the pre-post-test changes in terms of group conceptual scores (n= 91) were found and there was a drop in scores from pre- to post-test in terms of critical thinking (n= 56). Overall, the data indicates that the SWH approach improved students‟ argumentation and language literacies with large effect sizes. Focus group interviews revealed that students believed that the SWH approach made them “think deeper” and that they preferred the intervention (SWH) over the traditional approach. The apparent unawareness of the academics concerned in terms of argument-based inquiry provides a possible answer for their use of assessment strategies focused only on concepts. Focus group interviews revealed that students believed that the SWH approach made them “think deeper” and that they preferred the intervention (SWH) over the traditional approach. The apparent unawareness of the academics concerned in terms of argument-based inquiry provides a possible answer for their use of assessment strategies focused only on concepts.
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- Date Issued: 2015
Investigating the reasons for the high failure rate in the subject mathematics as part of the national certificate (NCV) at Port Elizabeth College
- Authors: Dolley, Ziyaad
- Date: 2015
- Subjects: School failure -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/9011 , vital:26456
- Description: Over the past years the FET Colleges sector has been plagued by high failure rates in mathematics and science as part of the National Curriculum (Vocational) course. This study sought to investigate the possible reasons for the high failure rates in NCV mathematics at Iqhayiya Campus of PE College. The purpose of the research was to elicit these possible reasons from students who currently are doing the NCV mathematics course at the Iqhayiya Campus. This study follows a mixed method design using both quantitative and qualitative results. Quantitative data were gathered by means of questionnaires submitted to students doing NCV mathematics at the Iqhayiya Campus. A Likert scale was used to evaluate the questionnaires. The qualitative data for this study was collected through researcher questions in focus group interviews. The study concludes with recommendations to the management of PE College, the Department of Higher Education and all relevant role players.
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- Date Issued: 2015
Perceptions of Junior Secondary School Educators on the Effects of Overcrowding in Classrooms on Learner Performance in Maluti District, Eastern Cape Province
- Authors: Mbangeni, Monwabisi Gidwell
- Date: 2015
- Subjects: Classrooms overcrowding -- Schools Teachers -- Learners -- Education Learner performance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/923 , vital:30051
- Description: The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
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- Date Issued: 2015
Perspectives on the effects of Teenage pregnancy on Learning and teaching in Junior Secondary Schools of the Butterworth Education District
- Authors: Lubambo, Mzikayise Wiseman
- Date: 2015
- Subjects: Teenage pregnancy , Education (Primary schools)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/867 , vital:29939
- Description: The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
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- Date Issued: 2015
Reading strategies employed by grade 10 english first additional language teachers to elicit reading culture in the King williams town education district
- Authors: Gcilishe, Tantaswa Brenda
- Date: 2015
- Subjects: Reading-skill strategies Reading (Secondary) -- South Africa -- Eastern Cape English language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6059 , vital:29487
- Description: This study sought to explore strategies used to elicit a reading culture among secondary schools learners. The importance of reading cannot be over emphasised as it is used as an index to how well an education system is, in the delivering of its mandate of creating a reading nation. In view of this, the South African government has developed a range of legislation and policies that shape reading and literacy in the country. Theoretically, the study is built around the socio-cultural theory which is conceptualised by different reading models. Methodologically, it is premised within the interpretive paradigm based on a case study design. In view of this, the study made use of the Qualitative research method with the principal tools for data collection being; interviews, focus group discussion and, observation. The main findings of the study revealed that using English as the medium of instruction in South Africa is not such a good idea. In this regards, teachers need some form of training to cope with the use of English (a first additional language to both teachers and learners) is a problem in itself. The study recommends that the government needs a) to provide funding to ascertain that resources needed to facilitate reading are available, b) the government should also play the role of monitoring and evaluation to make sure that the policies are kept in place and, c) There is need for in-service training for teachers to make sure that they are living up to expectation. There would be tremendous growth in socio-economic terms with a love for reading being fostered among all members of the school and community.
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- Date Issued: 2015
Retaining learners in primary schools in the East London education district: policy implications
- Authors: Kumanda,Nomaroma
- Date: 2015
- Subjects: Learning ability Dropouts -- South Africa -- Eastern Cape -- Prevention
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6114 , vital:29492
- Description: The purpose of this study is to investigate different ways of retaining learners in teaching and learning practices in grade seven classrooms. The study was conducted in two East London Primary schools. The research took the form of a qualitative interpretive case study focusing on a study sample. The qualitative methods allowed the researcher to gather data in order to describe and interpret teachers‟ knowledge in retaining learners in grade seven classrooms. This critical analysis explored the literature relating to retention of learners if they fail to meet proficiency requirements. The research made use of a qualitative, mixedmethod, and meta-analysis techniques to collect and analyse the data. The study is systematically analysed and categorized according to three themes: retention and social promotion policy effectiveness, causes of dropping out and identification of curriculum and program options. The findings suggested that retaining learners may have some positive effects in the short-term, but that may diminish with time and age. Early detection of academic deficiencies by teachers can possibly prevent negative psychological effects and dropping out due to retention. Student retention in public schools is comparatively poor in traditional education and in some contexts, embarrassingly low. Literature on the subject of student retention in public schools indicates that even when interventions are designed and undertaken to improve student‟s retention, they tend to fall short. The main aim of this dissertation therefore is to better understand and measure learners‟ attitudes and perceptions towards the effectiveness of learning. In view of this, it is hoped that the study can determine how these strategies can be used optimally to improve student retention at lower grades in the East London District in Eastern Cape. The findings at its best indicate what possible method that could be used to improve retention of learners, by enhancing their teaching/ learning and improving the efficacy of Eastern Cape school‟s existing student support system.
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- Date Issued: 2015